I am a History Teacher with a love for producing high quality and easily accessible history lessons, which I have accumulated and adapted for over 20 years of my teaching career. I appreciate just how time consuming teaching now is and the difficulty of constantly producing resources for an ever changing curriculum.
I am a History Teacher with a love for producing high quality and easily accessible history lessons, which I have accumulated and adapted for over 20 years of my teaching career. I appreciate just how time consuming teaching now is and the difficulty of constantly producing resources for an ever changing curriculum.
AQA A Level 1C The Tudors: England 1485-1603
The aim of this lesson is to assess the situation in Europe on the accession of Elizabeth and decide how this will influence her foreign policy.
Students recap on the foreign policy aims of previous Tudor monarchs and predict how Elizabeth will deal and react to some initial problems, such as the loss of Calais.
Students will also be required to answer some key questions using the information sheets provided: Which country posed the biggest threat to Elizabeth and why? Was Elizabeth reactive or proactive? Did England follow a consistent foreign policy and who controlled it, Elizabeth or her advisers?
Some exam question practice is included which will also the context of Mary, Queen of Scots.
There is an enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work.
The lesson comes in PowerPoint format and can be changed and adapted to suit.
The lesson is differentiated and includes suggested teaching strategies.
The Tudors: England 1485-1603
The aim of this lesson is to evaluate the threat the Puritans posed to Elizabeth…
The lesson begins with a definition and how the Puritans were becoming a problem for Elizabeth.
Four areas of Puritanism are analysed (from Parliament, local reform movements, the Church from within and separatism) from which the students are able to tackle an exam question, with help and prompts given if required, including a detailed markscheme.
The plenary requires the students to discuss and rate how much the threat of Puritanism declined under Elizabeth and the possible reasons for this.
There is an enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work.
The lesson comes in PowerPoint format and can be changed and adapted to suit.
The lesson is differentiated and includes suggested teaching strategies.
The Tudors: England 1485-1603
The aim of this lesson is to assess how much of a threat Catholicism posed to Elizabeth during her reign.
The lesson begins with an analysis of the Northern Rebellion. Was it a direct consequence of the Religious Settlement or simply a Catholic uprising against Elizabeth?
Further analysis focuses on the role played by seminary and Jesuits priests who came to England to spread the word of Catholicism and reconvert the masses; students have to decide if they had little influence or posed a direct threat to Elizabeth.
Furthermore students judge how significant the measures put in place to tackle these threats were.
Some exam practice is included with help given if required.
There is an enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work.
The lesson comes in PowerPoint format and can be changed and adapted to suit.
The lesson is differentiated and includes suggested teaching strategies.
The Tudors: England 1485-1603
The aim of this lesson is to evaluate the success of the religious settlement.
Students begin by analysing the various intricacies of the Settlement, from the Royal Injunctions, the 39 Articles to the Acts of Supremacy and Uniformity.
Using this information, they then have to decide which historian’s viewpoint appears the more accurate on the settlement and explain why.
Moreover students have to discover which parts of the settlement are from Elizabeth’s own personal beliefs and which parts did she have to compromise on.
There is some exam practice to complete if required with help and prompts given.
There is an enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work.
The lesson comes in PowerPoint format and can be changed and adapted to suit.
The lesson is differentiated and includes suggested teaching strategies.
The Tudors: England 1485-1603
The aim of this lesson is to give the context of the religious changes that have happened in England since the reign of Henry VIII.
Students begin by focusing on the different religions present in England under Elizabeth, such as Lutheranism, Catholicism, Puritanism and Presbyterianism.
They are given a religious road map to complete before analysing the political situation in Europe in 1558 and the threats posed by the Catholic states of France and Spain.
Finally they assess Elizabeth’s personal beliefs and the state of the English Church at the beginning of hr reign, before predicting how Elizabeth will tackle religion upon her accession.
There is an enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work.
The lesson comes in PowerPoint format and can be changed and adapted to suit.
The lesson is differentiated and includes suggested teaching strategies.
The Tudors: England 1485-1603
The aim of this lesson is to analyse the importance of marriage for Elizabeth.
Students begin the lesson by recapping the importance of marriage for previous Tudor monarchs and the reasons for their choice of partner.
They then decide who is Elizabeth’s best suitor and what benefits they might bring politically to England
There is an enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work. .
There are some key questions posed to the students as well as judging the relevance of some historians points of view, such as Doran, Haig and Jordan. Some source scholarship can be completed with a themed linked plenary.
The lesson comes in PowerPoint format and can be changed and adapted to suit.
The lesson is differentiated and includes suggested teaching strategies.
The Tudors: England 1485-1603
The aim of this lesson is to assess the strengths and weaknesses of Elizabeth’s government.
Students will analyse a number of key institutions of Government ranging from Parliament, the Royal Court and the Privy Council on a national level to Justices of the Peace, Sheriffs and Lord Lieutenants on a local level.
There are a number of slides within this PowerPoint and it is therefore recommended to deliver it over two lessons.
Students will also learn details of conflicts Elizabeth had with Parliament and her Privy Council, the factions which developed in her reign and how she was able to overcome these through her diplomacy and strength of character.
A 20 question quiz concludes the lesson as well as some exam question practice if required with some guidance and a mark scheme provided.
There is an enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work.
The lesson comes in PowerPoint format and can be changed and adapted to suit.
The lesson is differentiated and includes suggested teaching strategies.
The Tudors: England 1485-1603
The aim of this lesson is to ascertain how smoothly Elizabeth consolidated her power on her succession to the throne.
Students use source and documentary evidence to argue how Elizabeth used her coronation so effectively and think how Cecil might advise the Queen from the outset.
There is a true and false activity as well as some source scholarship to consolidate the learning in the lesson.
Students also have to think why a proposed marriage to Philip II of Spain might have its merits.
There is an enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work.
The lesson comes in PowerPoint format and can be changed and adapted to suit.
The lesson is differentiated and includes suggested teaching strategies.
The Tudors: England 1485-1603
The aim of this lesson is to analyse the problems Elizabeth faced in 1558 and evaluate if the decisions she took were right at the time.
Students begin with some source analysis and decipher some contemporary opinions of Elizabeth.
They also judge the biggest problems facing her reign at home and abroad, before linking the views people may have had at the time, from a prosperous farmer to a Marian exile or a town councillor.
The final task is to predict which decisions Elizabeth made for finance, the succession, trade and the economy and choosing her Privy Councillors.
There is an enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work.
The lesson comes in PowerPoint format and can be changed and adapted to suit.
The lesson is differentiated and includes suggested teaching strategies.
The Tudors: England 1485-1603
The aim of this lesson is to question what sort of a monarch Elizabeth promised to be.
Students also have to decide the initial problems she needed to overcome and how she set about rectifying these to some degree.
The obvious starting point with this lesson, is to compare Elizabeth to her sister Mary. Students then decide the people most influential in her early years and why. They have the chance to rate and debate each of them.
A quiz will check their understanding of the aims of the lesson and a flahcard plenary requires them to categorise her early monarchy.
There is an enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work.
The lesson comes in PowerPoint format and can be changed and adapted to suit.
The lesson is differentiated, fully resourced and includes suggested teaching strategies.
Historic Environment Question for 2024
This nine page Revision Guide is aimed at students to help study, organise, revise and be prepared for the AQA GCSE 9-1 Elizabethan England 1568-1603 Historic Environment question for 2024.
I have included 6 possible questions for GCSE exam practice on the themes I believe stand out in the literature provided. Within the guide itself, I have broken down the main details of the Americas and Drake’s circumnavigation into manageable chunks.
This guide focuses on the main concepts prescribed by AQA. For example it examines the location of the New World and its growing importance for Drake and his fellow navigators, the function and structure of seafaring as new navigational techniques and ship design allowed more exploration.
It will also analyse the people connected to Drake’s circumnavigation including Sir John Hawkins and Diego as well as giving information on Drake and the different interpretations of him at the time.
Furthermore the culture, values and fashions connected with Drake’s circumnavigation are examined as untold riches such as feathers, pearls, jewels and gold became essential accessories for the fashionistas of Elizabethan England.
Finally important events are linked to Drake’s voyages from his initial slave excursions to his revenge attacks on Spanish shipping and his circumnavigation, as well focusing on the detailed maps and illustrations in his diaries and journals of new lands he discovered.
All the information and more included is advised by AQA through their Paper 2: Shaping the nation resource pack guidance.
I have also gained a brilliant insight into the Americas and Drake’s circumnavigation from renowned historians such as Ben Johnson, Miranda Kaufman and the superb Professor Jowett, as well as numerous other sources, including the fabulous BBC History Today magazine and podcasts.
The resource comes in PDF and Word formats if you wish to adapt and change.
Any reviews on this resource which would be much appreciated.
**EDEXCEL GCSE 9-1, SUPERPOWER RELATIONS AND THE COLD WAR 1941-1991 **
There is no doubt that students are finding this unit of the course extremely challenging. Therefore I have been inspired to write this summary guide for my students to help pass the GCSE examination.
This resource sets out the whole course in two sides of A4.
This is ideal for the student who wants a quick recap and summary before the exam or an internal assessment, as it sets out and gives all the main knowledge required.
It is also great for quickly printing and giving out for revision lessons, especially when the students claim they cannot remember anything you have taught!
It covers the main events, issues and people and key terminology connected to the topic, with a focus on the exam requirements at the beginning.
I have included both PDF and word documents in case there is a wish to adapt and change.
The aim of this lesson is to decide what makes a successful Medieval Monarch.
Students are asked for their ideas before being given the criteria for a successful medieval monarch (such as leaving an heir and not being murdered!)
The main part of the lesson requires students to conduct an investigation into three monarchs and decide how successful each of them were using a table to chart their success.
When they have made their judgements, they complete an extended writing task, with scaffolding and help given if required.
The plenary gives twelve answers, to which students have to work out the questions
This lesson includes:
Fun, engaging and challenging tasks
Links to video footage
Printable worksheets
Differentiated tasks
Suggested teaching strategies
Powerpoint format, which can be changed to suit
These lessons have been written to deliver the unit for AQA GCSE 9-1 Conflict and Tension, 1918-39.
By the end of this unit, students will be able to understand the complex and diverse interests of different individuals and nation states in trying to preserve the peace and the setting up a League of Nations.
They will focus on the national self determination of states, the ideas of internationalism and the challenges of revising the Versailles Peace Settlement.
Students will also evaluate the causes of the Second World War, how it occurred and why it proved difficult to resolve the issues which led to its initiation.
They will also study the role of key individuals and groups in shaping change and how international relations were influenced and affected by them.
All the lessons come complete with suggested teaching strategies and differentiated learning tasks.
I have added many of the typical GCSE questions AQA have supplied, from source analysis, write an account, to the longer 16+4 mark questions. Markschemes and tips on how to answer the questions to achieve the higher level marks have also been included.
The lessons are as follows:
L1: Aims of the Peacemakers
L2: Compromise
L3: Terms of the Treaty of Versailles
L4: Satisfaction with the Treaty
L5: The Wider Peace Settlement (free resource)
L6: Introduction to the League of Nations
L7: The structure of the League of Nations
L8: The Commissions
L9: How successful was the League of Nations in the 1920’s?
L10: The decline of International Cooperation (free resource)
L11: The Manchurian Crisis
L12: The Abyssinian Crisis
L13: Was the League destined to fail?
L14: Hitler’s Aims
L15: Reactions to Hitler’s Foreign Policy
L16: The road to war and German rearmament
L17: Reoccupation of the Rhineland (free resource)
L18: The Anschluss
L19: The Sudeten Crisis
L20: The Nazi-Soviet Pact
L21: Why did World War II break out?
Lessons also include retrieval practice activities and come in Powerpoint format if there is a wish to adapt and change.
As TES restrict Bundle sizes to 20, Lesson 17 (Reoccupation of the Rhineland free lesson) will have to be downloaded seperately.
Any reviews would be gratefully received.
Conflict and Tension 1918-1939
This series of five lessons introduce the first part of the AQA Conflict and Tension course 1918-39 and focus on peacemaking after World War One.
Lessons come complete with suggested teaching strategies and differentiated learning tasks.
I have included many of the typical GCSE questions AQA have so far supplied, from source analysis, write an account, source opposition to the longer 16+4 mark questions.
The lessons are broken down into the following:
L1: Aims of the Peacemakers
L2: Compromise
L3: Terms of the Treaty of Versailles
L4: Satisfaction with the Treaty
L5: The Wider Peace Settlement (free resource)
Lessons also include some retrieval practice activities and come in Powerpoint format if there is a wish to adapt and change.
Any reviews would be gratefully received.
Conflict and Tension 1918-1939
This lesson analyses the other treaties which were placed upon Germany’s Allies, notably Trianon, St Germain, Neuilly, Sevres and Lausanne.
Students recap quickly on the terms of the Treaty of Versailles and are introduced to the other treaties, which they recognise follow a similar punitive pattern.
As they unpick each of the treaties bestowed upon Austria, Hungary, Bulgaria and Turkey, they have to question why the Allies reversed their original peace treaty of Sevres and evaluate the impact this had on the international community.
This lesson comes with worksheets, differentiated questioning and a plenary which challenges their learning for the lesson.
The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited to show the progress of learning.
The resource includes suggested teaching strategies, some retrieval practice, differentiated materials and comes in PowerPoint format if there is a wish to adapt and change.
Conflict and Tension 1918-1939
This lesson focuses on the various attitudes and reactions of the Allies after the Treaty of Versailles was agreed and signed.
The students begin by analysing and evaluating a number of sources from a German point of view and decide how and why the Germans would react in this way.
They then have to plot the thoughts of the allies on a grid, again making their own conclusions and judgements on their viewpoints.
The plenary is a ten question quiz which will test their new learning.
The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited to show the progress of learning.
The resource includes suggested teaching strategies, some retrieval practice, differentiated materials and comes in PowerPoint format if there is a wish to adapt and change.
Conflict and Tension 1918-1939
The aim of this lesson is to make sure students are able to remember the finer points of the Treaty of Versailles
By the end of the lesson they should be able to give an accurate, detailed knowledge and understanding of which parts of the Treaty the Germans hated the most and why
Using a podcast, video evidence and different revision techniques in the classroom such as using a chatterbox, students using this lesson will have the tools required to answer a GCSE practice question making substantiated judgements.
Furthermore they are given a student friendly markscheme which they can use to peer assess their work.
This lesson has a variety of learning strategies to enable a fun, engaging and challenging lesson.
The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited to show the progress of learning.
The resource includes suggested teaching strategies, some retrieval practice, differentiated materials and comes in PowerPoint format if there is a wish to adapt and change.
Conflict and Tension 1918-1939
The aims of this lesson are to understand how far the leaders at the Versailles Conference were willing to compromise.
The lesson is quite topical and uses current political events to discuss conciliation and compromise.
The Armistice set out the blueprint which France expected to follow. However despite the differences of the Allied Powers, the pressure to make a decision quickly made the leaders compromise.
As a result, students analyse how the map of Europe was to change. They are led to question which countries were formed and how and why rushing this was may not have been a good idea .
Finally a summary of some of Wilson’s 14 points are evaluated; students have to decide who would have had the most objection to each point and justify their reasons.
The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited to show the progress of learning.
The resource includes suggested teaching strategies, some retrieval practice, differentiated materials and comes in PowerPoint format if there is a wish to adapt and change.
Conflict and Tension 1918-1939
This is an introductory lesson to the course.
The lesson begins with an outline of the course and the topics studied, as well as the four types of GCSE questions this unit will ask.
There is also a student tracking sheet included simplifying the assessment objectives, the GCSE questions and assessments completed.
Students analyse the aims of the Peacemakers based on the outcomes of the war as well as their geographical positions, which will explain their different views and expected outcomes.
Students will also learn what the Big Three of the USA, Britain and France wanted, using maps and video evidence before creating a speech using suggested key words and sentence starters outlining their proposals.
Finally they are given scenarios from the Big Three and have to decide who would approve or disapprove of the views given.
The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited to show the progress of learning.
The resource includes suggested teaching strategies, differentiated materials and comes in PowerPoint format if there is a wish to adapt and change.
